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Since January 2023, I have been an Academic Skills Tutor (Programming) within Arden University’s Library Services team, equipping students with essential computing and academic skills. My role focuses on programming languages, data analysis, and databases. I lead, design, and deliver programming workshops for 20-30 undergraduate and postgraduate students, embedding coding concepts into curricula. I also provide one-on-one support and develop learning resources to enhance student success. I collaborate with faculty to integrate programming, leading to enhanced student engagement and accessibility, particularly in STEM courses where programming is embedded as a core skill. A significant part of my role includes supporting students with SEND and mental health challenges, ensuring inclusive learning experiences and fostering active participation.

Prior to Arden University, I spent four years at Kaplan International College London as an Engineering Tutor. As a module leader, I developed and delivered ICT, mathematics, and engineering content, ensuring alignment across Kaplan’s global colleges. I also designed and administered formative and summative assessments, refining adaptive teaching strategies for diverse student cohorts while ensuring compliance with quality assurance standards.

I hold a PhD in Advanced Telecommunications, specializing in performance metrics for digital communication systems, and previously held a postdoctoral position focused on broadband traffic drivers in next-generation networks. My professional development includes a Postgraduate Certificate in Data Analytics, and I am currently pursuing CISCO CCNA certification and an MSc in Data Science to enhance my ability to apply learning analytics effectively.

At Arden University, my workshops leverage blended learning to accommodate diverse styles. Beyond teaching, I collaborate with faculty to implement data-driven interventions, ensuring students develop technical expertise and critical thinking skills. By applying Universal Design for Learning (UDL) principles, I contribute to an inclusive learning environment. Additionally, I support colleagues in embedding programming concepts effectively, ensuring consistency in learning outcomes across disciplines.

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My professional background is a mixture of academic and library teaching.

From 2015-2018 I worked as a Postgraduate Teaching Assistant, and from 2019-2020 as an Associate Lecturer, both in philosophy and anthropology at the University of Exeter. During this time I achieved Exeter’s Learning and Teaching in Higher Education Certification. While this was not an in-depth course, it taught me the basics of effective and engaging teaching.

Following this I have served in a series of library roles with high teaching loads, starting as a Study Skills Tutor at the University of Bristol (2019-2021). In this role I designed and delivered synchronous academic skills training in the form of daily workshops, drop-in sessions, and one-to-one tutorials. This role overlapped with the COVID-19 pandemic, meaning I learned how to translate in-person teaching to online platforms. On the basis of this experience I attained AFHEA accreditation.

From 2021-2023 I then worked as Teaching & Learning Librarian at Bristol, leading the university’s information and digital literacy (IDL) training. I worked independently to design and deliver daily online workshops (typically 15-30 participants) for both UG and PGT levels. In addition to this I created asynchronous learning resources, and held multiple blocks of one-to-one tutorials every week.

My current role (2023-) is an Assistant Librarian in Arden University’s Learning Success Hub. I have shared responsibility for providing IDL training to students across all subjects, ranging from Foundation to Level 7, and in forms that are continuous with my previous role. In addition to this, I am co-lead in my team’s Student Engagement and Academic Training groups, which involves further teaching responsibilities. I have recently led a scaffolded redesign of the Learning Success Hub’s IDL workshops, and have co-developed mandatory staff training sessions on module development, as well as further optional IDL sessions for staff.

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I have worked as a lecturer for 8 years and started on a full-time basis at City, UoL. I was involved in module leadership, supervision, recruitment and admissions, employability as well as maintaining an active line of research. Since 2019 I have worked part-time across both HE and practice with roles at City, UoL, University of Kent, and then joining Arden University in 2024 as a Lecturer in Business Psychology on the Level 7 distance learning programme. I have gained experience teaching and supervising at both undergraduate and postgraduate level, primarily in business psychology, but also more broadly relating to social and applied psychology. I act as a guest lecturer at RHUL and the University of Kent as well as an external examiner for BBK, UoL.

I had already undertaken a PGDip in Professional Practice in order to achieve Fellow status with Advance HE in 2019, but as I progress with Arden University in module leadership roles and take on line management of Associate Lecturers I am keen to apply for Senior Fellowship to recognise the advances I have made into academic leadership. My teaching currently includes online lectures to modules of 20-40 students as well as providing 1-1 support and assessment feedback. I also have experience teaching in-person sessions up to 250 students. I have also delivered online live, and pre-recorded workshops to support academic development and employability skills. My teaching is informed by evidence-based practice, and I maintain an active practitioner role to ensure I am delivering up-to-date applied science. My teaching philosophy adopts a coaching approach where I provide scaffolding for students to be able to develop and extend their knowledge through their own inquiry and research. I encourage a great deal of questioning and interrogating information to really foster critical thinking. This is an approach that I share with colleagues that support on my modules or that I line manage.

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I am a Senior Academic Skills Tutor within the Academic skills team at Arden University. I have worked in higher education in a teaching capacity since 2008, firstly as a Learning and Teaching Librarian and then moving to support skills development as a Learning Development Tutor.

During this time I have worked with students to develop their skills to enable them to succeed in their studies in different contexts: firstly at a distance learning university, where teaching was almost all online; I then worked at a Post-92 institution which had a hybrid teaching model, focusing on active blended learning; and currently I work at a private university with a strong widening participation agenda. This means I have taught students across a wide range of demographics at all levels. As well as teaching on a one-to-one basis, in classes and lectures I have also developed many online learning activities and resources, an aspect of my work that I really enjoy. I achieved my AFHEA in 2016 and my FHEA in 2018.

In my current role I teach online and at Tower Hill campus, however my main focus is supporting and developing colleagues in the team to provide an excellent academic skills service to students and staff. I work closely with my line reports and the rest of the team to deliver a relevant and timely workshop programme to students, as well as ensuring our teaching materials meet our quality standards.

I am also a member of the Steering Group of my professional organisation, the Association for Learning Development in Higher Education (ALDinHE), leading on the development of continuous professional development resources. I have also mentored others throughout my career, most recently as part of ALDinHE and for those working on their FHEA applications in my previous institution.

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Examples of Context Statement for SFHEA

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Examples of Context Statement for FHEA

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Examples of Context Statement for AFHEA

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General Feedback from Amanda

I have read your context statements and am going to provide some general guidance here, as well as some exemplars from the AHE guidance handbook.

These are a great start - you have provided some interesting outlines of your backstories in HE. I have found them useful to read, and also you may have learned more about your peers :)?

First of all, make sure you are under the 300 word count limit - this is important.

A top tip here is if you need to cut words, is there a way that you can say something more directly i.e. write something in one or two words, as opposed to three or five (or more). This way you are not losing meaning but are reducing your word count.

Provide dates for any experience you identify, e.g. when you started at Arden, and other roles you have held (this could be say 2021-23 etc.)

I know AwA is an Arden scheme but please state that it is 'Arden University' when talking about your current role

State the campus you are based at, if not state that you teach remotely and via distance learning

Focus on your current and recent practice

at D1 and D2 this practice is usually drawn from within the last 3 years

D3 usually within the last 3-5 years

This will help you keep within the word count.

Identify if you have other categories of fellowship, and if so, include when, where, and which category you already hold

Avoid reflection in your Context Statement - keep it factual, you do not have the word count for that.

Keep your focus on Teaching and Learning in HE

avoid too much discussion of research roles

mention professional backgrounds of course (these can mean our subject knowledge is relevant to our practice), but do not provide too much detail on this

the same goes for teaching in statutory education or FE - it will inform your practice but it is background to the main focus of your claim.

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I joined Arden in 2022 as an Associate lecturer in the School of Foundation Studies, teaching various modules. These include Examining Social Justice, Planning for Future Success, Advancing Your Academic Skills, Exploring the Business Environment, and Becoming an Effective Leader and delivering both face-to-face and online delivery when necessary.
My teaching career started two decades ago, teaching students aged 11 to 18. I later moved to FE and taught a diverse group like Arden students. Hence, I am not new to our unique student type in Arden.

My background is in Science/Health Promotion, but the improvement I see in the students from week one to the ninth week fills me with joy. It's a journey of touching lives and giving some of our students a second chance. The comments about digital (navigating Ilearn, OneDrive, scanning QR code) and academic skills (referencing) acquired since they started are truly impressive and inspire me to continue my work.
Furthermore, I can relate to some of the challenges faced by our students because I started my second University degree as a mum of two, had the third baby during the summer, and went back when she was only 8 weeks old. So when our student complained about child care, GP appointment l can relate.
This experience allows me to quickly sense the energy in the room. Hence, I usually have my sessions on PPT and Padlet and switch once the teaching and discussion energy is low.
I also used Quiz and Kahoot in my lesson, and I noticed that my students liked the quiz, just as they enjoyed it in secondary school.
The module that I deliver is to prepare our students for level four. Hence, they need good academic and communication skills. I enjoy supporting students in assignment writing, referencing, and teamwork.
I am committed to continuous improvement and look forward to improving my teaching practices to support my students.

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I started teaching in higher education in 2009, and since then I have had several roles and responsibilities. I am currently a Module Leader and Lecturer at Arden University, Berlin, where I teach postgraduate and undergraduate courses. More specifically, I am the ML for MBA and EMBA dissertations. My role involves delivering curriculum contents, supervising postgraduate students, mentoring colleagues, and managing associate lecturers who supervise MBA and EMBA dissertations. I also conduct research, and publish academic articles in peer-reviewd journals. I work primarily with my colleagues to develop workshops and mentor associte colleagues to perform their duites with confidence and accuracy. I work closely with MBA & EMBA students, guiding them through their dissertation projects and supporting their academic and professional development.

In addition to teaching, I have extensive experience in research and academic leadership. I have led and collaborated on international research projects funded by organizations such as the United Nations, Volkswagen Foundation, and the Food & Agriculture Organization (FAO). My research often intersects with teaching, as I integrate real-world data and case studies into my courses to enhance student learning. I also co-authored the United Nations Measure-UP project in the UK in 2022, which has informed my teaching practices and allowed me to bring global perspectives into the classroom.

Previously, I served as an Associate Professor and Head of the Graduate School at the Asia Pacific University of Technology & Innovation in Malaysia, where I led a team of six and oversaw the development and accreditation of MBA and PhD programmes. I worked closely with colleagues to develop curricula and secure research funding, demonstrating my ability to influence and lead academic practices. My experience in leading teams, managing research projects, and mentoring students positions me well to influence and lead the practices of others in higher education.

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I have been serving as an Associate Lecturer in Computing at the Birmingham Study Centre for approximately five years, during which I have gained extensive experience in teaching and supporting students across various academic levels, both undergraduate and postgraduate, within and outside the UK. My primary responsibilities at Arden University include delivering lectures, facilitating practical sessions, supervising projects and dissertations, and providing academic guidance to students at the Certificate, Level 4, Level 5, and Level 6 stages of their computing education for both Blended Learning (BL) and Distance Learning (DL) modes. With an average class size of over 22 students, I am committed to fostering an interactive and supportive learning environment that enhances student engagement and academic success.

I work with a diverse student group, including individuals diagnosed with mental health conditions such as anxiety, depression, and stress, as well as those with physical illnesses, sensory impairments, and learning disabilities. My teaching portfolio covers a broad range of core computing modules, including programming, database management, networking, digital computing, web design, system analysis, and cybersecurity. I strive to design and deliver learning materials that accommodate different learning styles while integrating industry-relevant knowledge to bridge the gap between theoretical concepts and practical applications.

Beyond teaching, I collaborate with colleagues to enhance curriculum delivery, assessment strategies, and student support initiatives. My commitment to inclusive and student-centred learning is reflected in my implementation of pedagogical approaches that cater to diverse academic backgrounds and professional aspirations.

Given the rapidly evolving landscape of computing, continuous professional development is essential. I have actively pursued skill enhancement in Machine Learning, Artificial Intelligence, and Robotics to integrate emerging technologies and best practices into computing education. This ensures that students are well-prepared for future academic and professional challenges.

I obtained a teaching qualification (PCert in Teaching and Learning in Higher Education) during my PhD program, but I recognise that professional growth is a continuous journey. Attaining Fellowship of the Higher Education Academy (FHEA) at Arden University would be a significant milestone in my academic career, further solidifying my commitment to excellence in teaching and learning.

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In 2022, following two years as an Associate Lecturer, I commenced my role as a Permanent Lecturer at Arden University, Berlin, leading the following modules: Dissertation for UG and DL in Berlin and the UK, Social, Political & Environmental Issues in International Healthcare (SPEIH) and Planetary Health. I have PhD in Genetics and Molecular Biology, meaning I transitioned from applied science and research to fundamental teaching. While I had experience teaching students in labs of the University, the classroom teaching experience at Arden put me at new front of challenges and learning opportunities which require different set of skills and tools.

Stepping into a leadership role for these modules felt both excited and afraid of the new experience. I was confident in my subject expertise but recognized that teaching in a classroom needs pedagogical skills and the skills to guide, manage and engage students in the class activities and discussions. Managing dissertations required mentorship and academic supervision, while writing and teaching Planetary Health involved bridging interdisciplinary knowledge from my scientific background combined with the application in healthcare industry (worldwide-since we have international students coming from different backgrounds and experienced verious healthcare systems).

In writing and delivering the module, I adopted the student-centered learning approach andI invested in the technology-teaching methods I gained during Covid-19 time. My background in research allowed me to mentor supervisees effectively, but I had to work on my communication skills, and many other aspects. I had some challenges in balancing administrative tasks with teaching and supervising aspects, but I could develop some "strategies" to enhance workload management and take good care of myself (and I am still working on enhancing the outcome).

Through these experiences and challenges, I realized how critical and vital to work on the learning strategies, keep learning the curriculum design and collect feedback from my students and team, and continuous professional development (CPD). Engaging with colleagues (particularly the lecturers of Planetary Health module and the dissertation supervisors, attending training sessions and workshops, and also asking for student`s feedback helped me enhance my teaching skills and adjusted the delivery of my work.

Generally, when I look back, I see how each role, skills,, opportunities and challenge has shaped my position as an educator. I feel so proud when I hear from my students, managers and program leaders nice compliments like: "you are a valuable asset", "you are a role model" and " I am happy to work with you", "I am very lucky to have you as my lecturer". However, I aim to further enhancement of my leadership skills and curriculum delivery in the best way for both teaching modes BL and DL.

Moving forward, I am happy to be one of the lucky lecturers who finished Aurora leadership program for women in high education and I plan to keep working on refining my teaching and supervising skills and engaging more in research collaborations on the area of technology and digital teaching tools in order to enhance the delivery of my work and engage the students and contribute to their success.

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After a career in industry as a project manager, I began teaching at Arden University in 2021. It was maybe an unusual leap, but the contacts made during my part-time MSc were invaluable. After three months of part-time contract work, I joined as the first full-time permanent lecturer for the newly created School of Project Management. I developed and taught new postgraduate and undergraduate modules, growing with the school. I grabbed every opportunity and rapidly expanded my experiences, perhaps a bit too quickly!

One of those areas was launching a degree apprenticeship. I found myself drawn to those students as it felt closest to the professional training environment that I was used to before joining Arden, they were nearly all mature students established in their profession. Teaching became more about facilitating conversation rather than only ever lecturing. The success of the degree apprenticeship was noticed, so when a role opened to lead the much larger business apprenticeships I moved to become a senior lecturer. I went from juggling many different activities; Distance learning, campus learning, international partnerships, apprenticeships, PSRBs, and strategy for emerging AI, to just concentrating on a single activity leading a large team of contract lecturers.

Soon after joining the apprenticeships underwent an OFSTED inspection, which was a sleepless trial by fire. We emerged with a ‘good’ and I with a lot of opinions about the process, audits and data. It did however expose the areas to me, if not the inspectors, which next time should just be better. I secured a small permanent team and began to make improvements to the teaching materials, feedback quality and general academic support to the apprenticeship students.

An academic re-organisation split this role, but at the same time presented an opportunity to become a Head of Department. Seeking a challenge and the ability to make a larger impact, I applied to lead the Department of Business Pathways. I now still oversee the undergraduate apprenticeships but also 17 other programmes too, these all have shared modules across other programmes and schools. It is a complex map of stakeholders to manage.

Throughout my time with Arden, I have also been slowly studying for a PhD in Agile Project Management, with around one year remaining. Whilst I enjoy teaching and have received good feedback from students, I still don’t really consider myself an academic, but more of a project manager that makes beneficial change happen through leading people, it’s just now they are academics rather than engineers.

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I joined Arden University at the end of 2023 as an Associate Lecturer for the Institute of Foundation Studies. Prior to Arden, I had no experience working within HE and had been teaching across FE institutions within the West Midlands. Most notably delivering Access to HE courses specialising in Humanities, Social Sciences and Health, for the last 3 years. Upon discussion with colleagues and students, I came across Foundation Year courses that like Access bridge gaps for students who are unable to smoothly transition onto an undergraduate degree due to a lack of opportunities or qualifications.

This is when I discovered Arden University who had a vigorous Foundation year programme suited to these individuals. I was instantly drawn to this area of HE, having worked within a similar role within FE. I have now been working at Arden for over a year, teaching various modules supporting academic skills and introductory business knowledge. These including Advancing Your Academic Skills, Exploring the Business Environment, Becoming an Effective Leader and Preparing for University Success. I deliver on the blended learning programme providing both face to face and online delivery when necessary. Online teaching is a familiarity to me having previously taught Functional Skills remotely during the COVID pandemic.

The modules I deliver aim to develop students communication skills including both verbal and written. I support students in assignment writing, referencing, time management and planning. Arden utilises a flipped learning approach for Foundation Year students which is an approach I closely align with. My work across both sectors has enabled me to develop expertise in differentiation, student engagement and assessment for learning. I am committed to creating inclusive learning environments in my classroom that meet the diverse needs of my students, many who are mature or come from underprivileged backgrounds.

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I am a Senior Lecturer at Arden University; a digital-first university, delivering flexible, internationally recognised distance and blended degree programmes to XX students, with approximately XX students are enrolled at level 4. I have worked at Arden since March 2020, starting as an Associate Lecturer, progressing to Lecturer and Senior Lecturer.

Also, I am an External Examiner for Plymouth Marjon University (since October 2022) and as part of my current PhD programme in Organisational Psychology, I work as a part time Graduate Teaching Assistant (GTA) at Birkbeck College, University of London (since October 2020).

Whilst I have undertaken various leadership responsibilities at Arden, I am currently the lead for level 4 continuation; which involves focusing on the transition of level 3 foundation year students to their level 4 undergraduate studies, monitoring student progression across level 4, and working with module leaders, programme team leaders, senior lecturers and other stakeholders to support progressing and re-sitting students.

My additional duties at Arden include the line management of 3 lecturers and 2 assistant lecturers within the school of psychology. As line manager, I support the progression of their academic skills development, provide feedback, mentoring and coaching on their teaching practice, whilst delivering guidance regarding suitable promotion opportunities to advance their careers.

Within my role as External Examiner, I provide effective guidance on the leadership of several modules within the MSc Psychology for Leadership programme, ensuring that their assessment practices reflect the professional values expected within Higher Education, providing guidance on the quality of their postgraduate course in relation to national frameworks, and influencing best practice to achieve high quality learning.

Within my role as GTA, I support the teaching practice of new Associate Tutors on several modules within the MSc Organisational Psychology programme, providing guidance for teaching within in-person and online seminars.

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Following an 11 year career in primary school teaching, I returned to Higher Education in 2016 and completed my MSc in Occupational Psychology at Coventry University. The landscape of HE had changed enormously and I was inspired by the practical, applicable nature of the course and the approachable and experienced lecturers. Upon completing my MSc, I joined the Business Psychology team as a lecturer – this was my first role in HE. I taught and supervised students at level 7 (those studying MSc Business and Occupational Psychology) and also engaged in some teaching and supervision within the undergraduate Psychology programme. At this time teaching was predominantly face to face, with students typically aged 18 to 25 (alongside some online teaching for our distance learning programme).

In 2020 I moved to a lecturer role at Arden University and my practice became 100% online, teaching and supervising our distance learning students on BSc and MSc Psychology programmes. In 2023 we launched our MSc Business Psychology and I was heavily involved in writing the programme and obtaining its dual accreditation (with the Association for Business Psychology and British Psychological Society). Our student demographics are very different to those I taught at Coventry; they are predominantly mature, experienced students who are studying alongside work and/or caring responsibilities. Approximately 50% of our students are international, and I teach about 30 at a time.

I was promoted to Senior Lecturer in 2023. I now work closely with Business Psychology colleagues, recruiting and line managing lecturers for the programme. This involves regular  teaching observations and feedback, and leading and influencing staff through training and regular 1 to 1 support. As co-lead for staff development in the School of Psychology, I coach and train other managers in how to support and feed back to staff.

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I joined Arden in August 2023 as a Psychology lecturer but have been teaching Psychology and other subjects in Further and Higher education since 2015. Before joining Arden I taught in person and the transition to online teaching has been a learning curve I’ve really enjoyed!

I’ve taught a range of modules at undergraduate and postgraduate levels within Psychology – including Social Psychology, Research Methods, Personality and Intelligence, and Positive Psychology. I module lead level four Social Psychology, which frequently has around 250 learners per cycle from those taking the module for the first time, to those who need support with resitting the module. With this being the third module in their undergraduate journey, many are still getting to grips with Psychology as a subject, academic skills, and building confidence – so supporting this, as well as developing understandings of Social Psychology is something I try to build into lessons and in supporting the staff team as well. My goal is to make the online lessons enjoyable, active, and accessible for learners which requires me to engage with different pedagogies and learning strategies to encourage student engagement and support them as much as possible.

I am co-lead on Arden’s Volunteer Research Assistant scheme, an employability scheme that allows students to join projects as Volunteer Research Assistants, and my role is to lead the ‘Resource’ branch of the scheme, where students will develop digital skills creating resource projects for internal and external projects. I am also an Ethics Integrity Officer on our ethics panel, reviewing ethics proposals and developing resources to support staff.

Before joining Arden, I taught a range of modules at HE level in an FE setting, including programme leading a Foundation Degree in Learning Support, as well as developing module content and teaching Psychology-relevant and research-related modules for various courses, such as for the BA in Criminology and Social Justice, and Access to Higher Education programmes, among others. This involved in-person teaching to students with a variety of previous experiences within both industry and education, and designing lessons to support their needs and develop their skills. I engage in ongoing professional development and use this to drive my teaching practice to be supportive, empowering and inclusive.

Emily Masters

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My background is in neuro and emotional psychology, specialising in the brain’s responses to music and emotions. I attended university continuously for 8 years in which I achieved my BSc, MRes and PhD. During my PhD, I was a graduate teaching assistant which provided me with my first opportunities in teaching higher education and during these 3 years I was awarded my associate fellowship. Once I completed my PhD, I moved away from higher education and worked as a research facilitator for the NHS, enabling me to obtain some practical research experience within a different setting. I then returned to higher education, working for Queen Mary University of London as a teaching fellow, before joining Arden as a lecturer in September 2023.

In my current role, I teach on the blended learning programme in the London campuses resulting in a wide variety of students from different backgrounds and levels of study. Blended learning involves teaching smaller classes of around 20 students in-person for 4 hours each week and utilising the flipped classroom to provide asynchronous activities for students to complete outside of lessons. Whilst blended learning has its own unique challenges, I value being in the room with students, developing good rapport and seeing them progress. For most of my 5 years of teaching, I have taught statistics and research method modules which are fundamental to Psychology but often cause much anxiety in students. This has been invaluable to my teaching experience and made me more considerate of the accessibility and inclusivity in my teaching styles and materials.

My role also includes the development and leadership of various modules, including Coaching at Level 5 and Exploring Research Methods in Level 4. This includes developing core resources (such as lesson slides and activities), assignment creating, establishing support resources and documents for students and tutoring staff, as well as marking and moderating. The development and maintenance of such modules requires knowledge of different pedagogies, understanding of the student experience (particularly for ERP), and application of teaching strategies to ensure lesson content is not only accessible and educational, but also enjoyable for students. I believe that lessons that are fun, inevitably results in students being engaged and actively learning content.

Therefore, my teaching philosophy is very much based in inclusivity, accessibility, openness and enjoyment. As an educator in higher education, I see my role as helping to guide students to achieve their own goals and sense of fulfilment. I am there to scaffold and support them on their own journey.

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In 2019 I was awarded my PhD in Forensic and Investigative Psychology; this followed an MSc in Investigative Psychology (awarded 2015) and a BSc in Psychology (awarded 2014). Whilst studying for a PhD I was employed within Her Majesty’s Prison and Probation Service (HMPPS), undertaking several different roles from Intelligence Analyst within the Security Department of a CAT B prison to Treatment Manager within the Resettlement and Rehabilitation team.

In 2021, I decided to utilise the experience I had gained within HMPPS, alongside my PhD qualification, to enter the world of academia. I first joined Arden University as an associate lecturer, undertaking hourly paid work to teach a variety of psychology and criminology modules (at the Manchester campus and online).

Shortly after, I stepped into a full-time lectureship (March 2021) and used my ‘pracademic’ background to lead on modules such as ‘Abnormality and the Deviant Other’ and teach on modules such as ‘Social Psychology’, ‘Personality and Intelligence’, and ‘Crime and Society’. During the 10 months I spent as a Lecturer, I taught across 8 blended, and 2 distance modules, undertaking a variety of teaching pedagogies to engage our diverse student groups. Teaching at Arden requires a flexible and responsive approach; this is particularly poignant for those who teach across both the blended and distance provisions, given the vast differences in the learning environment.

Since I became a lecturer in May 2021, I have worked hard to develop my profile as an academic. I have several publications in international, peer-reviewed journals, and have been a Chartered Member of the British Psychological Society for over two years. In March 2022, I was promoted into the position of Senior Lecturer, and it is from this position I complete my application for Senior Fellow of the Higher Education Academy.

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I am a Lecturer in Psychology at Arden University, with previous experience at Birmingham City University. I began my teaching career in 2020 at Birmingham City University while pursuing my PhD. Initially, I taught in person, later transitioning to online delivery due to COVID-19 restrictions. In 2023, I joined Arden University as a full-time Assistant Lecturer and progressed to a Lecturer role in 2024. Throughout my academic career, I have taught across a range of undergraduate and postgraduate modules, including Social Psychology, Research Methods, both quantitative and qualitative, Gender & Sexuality and study skills. The modules accommodate a diverse range of learners, with class sizes varying from a single student to over 200 learners. In addition to teaching, I have contributed to curriculum development by designing and developing modules in Social Psychology and Gender & Sexuality, ensuring they are evidence-based, engaging, and inclusive.

My role involves teaching, assessment design and marking, student support, and academic supervision. I ensure the learning environment is interactive and supportive, promoting critical thinking, research skills, and student engagement. At Arden University, I work within a distance-learning model (online learning), engaging with a diverse student population. This requires a strong focus on online learning strategies, digital pedagogy, and student-centred approaches to ensure accessibility and engagement. I was also co-lead on the Psychology Ethics Team and continue to work within the team to ensure that psychology staff and students adhere to the British Psychological Society (psychology degree accreditor) and other relevant ethical guidelines when conducting research and studying. This role involves reviewing ethics applications, providing guidance on ethical considerations, and ensuring best practices in psychological research and professional values.

My teaching philosophy ensures student empowerment, inclusivity, and equity and is driven by research-informed practice. This is supported by ongoing professional development and reflective practice.

Laura Gee

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My background is as an A level English language and literature lecturer in the sixth form of an FE college, where I worked for 13 years. During this time I undertook a PhD in education where I researched the transition experiences of my students from FE into HE. This was completed in 2021 and I subsequently turned the thesis into a monograph with Palgrave Publishing.

Currently I am an Academic Skills Tutor at Arden University where I have worked now for 2 years. My role is multifaceted: firstly, helping students on a 1-1 basis with their academic skills across the university up to L7, both face-to-face and online. This includes supporting dissertation and MBNA apprenticeship students, as well as those undertaking the CHE qualification.

Secondly, I deliver remote academic skills lessons to students at L4 & 5 across Healthcare, Computing and Business schools. These are learners who have typically not engaged with education for a long period of time and are returning for a second chance at working towards higher level qualifications. These sessions occur on Zoom and Teams and necessitate that learners are proficient in the usage of digital skills to fully participate.

Thirdly I deliver in-person, embedded sessions regarding the development of academic skills with lecturers across the university. Lastly, I regularly deliver hour and a half long deliver optional academic skills workshops across the entire university.

The student demographic is unique as given the nature of the university, learners are geographically disparate and from multi-ethnic backgrounds. Their average age of 35 plus means they have additional commitments that run concurrent with their studies, such as working within their chosen career sectors and having caring responsibilities. The university also has a large neuro diverse student population.

As an honorary visiting lecturer at Staffordshire University, I contribute to the Education school, working with EdD and PhD students to deliver lectures and disseminate my own experiences of undertaking a PhD. I recently delivered a session on turning the thesis into a monograph, for example. As an early career researcher (ECR) this is helping to inform my own continued research, whilst also building a research profile. I am a member of BERA who are focused on building more Close-to-Practice research within the HE sector.

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I started working for Arden University, in April 2022. As a former Further Education Programme Lead and Apprenticeship Manager, my experience of working with young people who fall into various categories of intersectionality, supporting them to remain in education, brought me to a point where I was looking for more of a challenge within my own development and professional career.

With no experience of working in higher education previously, I took a leap of faith and applied for the role of Lecturer at Arden and was recently promoted to Senior Lecturer in which I lead the Undergraduate Level 4 programme in Health and Care Management.

My vocational experience and experience of working in education with students who find education a challenge, supports me within this role because I am able to understand some of the barriers to education that some of my students face.

I am currently studying my Masters in Business Psychology and I believe that the wellbeing of staff is important and has a direct impact on the experience of the students in the classroom.

I am responsible for inspiring my students to remain in education through creating an inclusive and safe learning environment, in which students can explore and take ownership for their learning.

I currently lead a team of Module Leaders and I am working with them to develop their resources to be more engaging with activities that are more student led. My previous experience in developing programmes and resources helps me here, as I am able to use digital tools to create a flipped classroom where staff facilitate learning as opposed to prescribed teaching.

My recent promotion has been my most recent milestone which demonstrates not only my passion for leadership in education but the importance of creating a learning environment for my students in which they can feel empowered and thrive.

I really enjoy being able to support my team to support their teaching teams to really make a difference in the classroom.

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I started working at Arden University in August 2022 and have been a senior lecturer since June 2023, moving into the role of programme team lead for postgraduate provision in May 2023. The school uses distance and blended learning approaches with self-directed study using online resources which enables student autonomy and flexibility (Patall et al, 2019). I am responsible for the postgraduate course content, marketing and recruitment whilst supporting the teaching team as well as ensuring quality and industry relevance.

I support a team of lecturers; this requires good communication to enable productive relationships, and I meet with each of them regularly to discuss their needs and concerns to enable them to be effective in their teaching practice, whilst nurturing ambition and progress within the university and academically. I believe that face to face communication is the most effective and valuable tool to provide an enjoyable, nurturing, and developmental environment for both staff and students, and whilst this is difficult with so many of the team and students working from home, I regularly arrange in person drop ins at each of campuses to meet and discuss issues.

Prior to joining Arden, I taught at undergraduate level for 12 years at a local college where I was programme lead for Criminology and taught several modules as well as acting as the programme tutor and programme lead: supporting the teaching team as well as learners with academic, personal, and emotional issues.

Prior to my teaching career, I worked in policing, and the practical experience and knowledge I acquired has enabled me to establish myself as a knowledgeable and efficient teacher practitioner, with strong awareness of my own subject and the needs of my learners.

I am halfway through achieving a PhD with Leeds Beckett University and, whilst I see this as mainly self-development and to enhance my knowledge, I have already started to use insights from this in my teaching and learning such as research and writing skills.